Faculty Council & Town Hall Meeting 02/23/2021
Transcript of Faculty Council & Town Hall Meeting 02/23/2021
Faculty Council & Town Hall Meeting
02/23/2021
AgendaSection I – VP-Dean David Eidelman1. Welcoming Remarks 2. Approval of Agenda3. In MemoriamSection II – Current Faculty Topics4. Graduate Student Survey, Aimee Ryan5. Lessons from the pandemic for the delivery of pedagogical programming
a. Student perspective, Anish Arora (PGSS), Anne-Sophie Drouin (ARM), Dennis Rompotinos (MSS), Joella Reev (POTUS), Anne-Sophie Pépin (GAPTS)
b. Faculty member perspective, Annette Majnemer, Laura Winer6. Mistreatment Oversight for Respectful Environments, Annette Majnemer7. Faculty Action Plan to Address Anti-Black Racism, Saleem RazackSection III – VP-Dean David Eidelman8. Report from the Steering Committee9. Consent Agenda – Faculty Council minutes (November 24, 2020)10. Business arising – Committee vacanciesSection IV – VP-Dean David Eidelman11. KudosSection V12. Open session / Town Hall
In MemoriamKris Jardon,
Assistant Professor, Departments of Obstetrics & Gynecology and Oncology*
Michel Aubé,Associate Professor, Department of Neurology and Neurosurgery
*Giamal Luheshi,
Professor, Department of Psychiatry*
Max William Folkersma,Faculty Lecturer, School of Physical and Occupational Therapy
In MemoriamJames Naiman,
Associate Professor, Department of Psychiatry*
Cristina Fatu,Systems Analyst, MedIT
*Louise Marcotte,
Research Technician, McConnell Brain Imaging Centre*
Filomena Annessa,Administrative Coordinator, Department of Pediatrics (AEC 9)
• Looking forward to the fall:− Welcoming students back on campus− Planning underway…
• Campus Outaouais team receives the keys to their new facilities• Ongoing strategic planning for new Schools of:
− Medicine− Biomedical Sciences− Population and Global Health
Brief Faculty update
• Recent Faculty leadership appointments− Dr. Beth-Ann Cummings, Assistant Dean, Health Professions Education− Dr. Regina Husa, Associate Dean, Postgraduate Medical Education and
Professional Affairs− Dr. Olivia Tse, Assistant Dean, Resident Affairs, Postgraduate Medical
Education− Dr. Caroline Reinhold, Interim Chair of the Department of Diagnostic
Radiology
Brief Faculty update, cont.
AgendaSection I – VP-Dean David Eidelman1. Welcoming Remarks 2. Approval of Agenda3. In MemoriamSection II – Current Faculty Topics4. Graduate Student Survey, Aimee Ryan5. Lessons from the pandemic for the delivery of pedagogical programming
a. Student perspective, Anish Arora (PGSS), Anne-Sophie Drouin (ARM), Dennis Rompotinos (MSS), Joella Reev (POTUS), Anne-Sophie Pépin (GAPTS)
b. Faculty member perspective, Annette Majnemer, Laura Winer6. Mistreatment Oversight for Respectful Environments, Annette Majnemer7. Faculty Action Plan to Address Anti-Black Racism, Saleem RazackSection III – VP-Dean David Eidelman8. Report from the Steering Committee9. Consent Agenda – Faculty Council minutes (November 24, 2020)10. Business arising – Committee vacanciesSection IV – VP-Dean David Eidelman11. KudosSection V12. Open session / Town Hall
Graduate Student Survey
Graduate Student and Postdoctoral Fellow Equity, Diversity, Inclusion and Experience Survey
Faculty of Medicine and Health Sciences
Faculty Council 23 February 2021
Strategic Plan
Team
Elizabeth Hillier Graduate Student Rep
EXMD
Aimee Ryan, PhD Associate Dean,
Graduate & Postdoctoral Affairs FMHS
Pascale Caidor, PhD Diversity & Engagement
Program Officer
Saleem Razack, MD Director, SACE Office
not pictured Jing Xiao, Data Analyst, AEQI
Kimberly JohnGraduate and Postdoctoral Studies
Administrator
Tibor Schuster, PhDAssistant Professor,
GPD, Family Medicine
About the Survey
Demographics(Self-identification)
Trainee Life and Learning
Environment
Harassment, Intimidation &
Discrimination
Mentorship and Career
Development
Dates:
16 Dec 2019 – 10 Mar 2020
Respondents (~2700):Diploma, Certificate,
MSc Non-thesis, MSc Applied
MSc Thesis
PhD
Postdoctoral fellows
in FMHS and BBME, IPN, QLS
Response Rate: 30%
(~800/2700)
Indigenous person of North America
Person with disability
Racialized person/ visible minority
LGBTT2SQ*
Canadian/permanent resident
proportion
0.0 0.2 0.4 0.6 0.8 1.0
Yes
No
Prefer not to say
N/A
Missing
65%
13%
37%
3%
0.5%
I. Demographic Overview (self-identification)
Did not graduate from
High School (5%)
High School
Diploma (18%)
University Degree,
Bachelors’ level (33%)
Graduate University
Degree (37%)
I prefer not to answer
(1%)
I don’t know (0.1%)Missing (5%)
Parents’ Education23% of respondents are
first generation university students
56% of respondents are
first generation graduate students
16% of respondents
have dependents
II. Trainee Life and Learning Environment
12%
14%
9%
22%
70%
70%
73%
52%
18%
16%
18%
26%
22% 53%25%I feel a sense of community
I feel a sense of belonging as a student at McGill University
Relationship between faculty and grad students in my department is
generally good respectful, and predominantly positive
McGill fulfills my learning and and career needs
Based on the learning environment, I would recommend my program
100 50 0 50 100
Percentage
Response: Strongly disagree Disagree Neutral Agree Strongly agree
I see far too many of my fellow students stressed, anxious, and/or depressed. The workload is too high and the stipend far too low considering the time required to complete a PhD. I also find academic culture tends to focus on criticism rather than appreciation, and student self-confidence tends to be very low. For these reasons I am leaving academia and advise people considering a PhD to avoid it, at least until conditions improve.
Student stipends really need to be adjusted for inflation. Graduate students are paid well below minimum wage, and often have to take on multiple secondary jobs during their studies just to get by.
Stipends and international tuition fees major issue
Funding is a major problem. Inconsistent funding over the years is extremely stressful for students and impedes meeting academic and career goals.
Our stipends as graduate students is not enough given the cost of living and rent in Montreal
j'ai souvent eu beaucoup de problèmes à cause de décisionsarbitraires et incompréhensibles de certaines personnes de l'administrations… en passant par des difficultés pour obtenir du soutient lors d'un burn out il y a plusieurs années
III. Harassment, Intimidation and Discrimination
Expressed by fellow students
Expressed by faculty members
(e.g. teachers/supervisors) Yes
Prefer not to say
No
Missing
proportion0.0 0.2 0.4 0.6 0.8 1.0
18%
13%
I have witnessed attitudes towards diverse individuals that have made
me uncomfortable.
Expressed by fellow students
Expressed by faculty members
(e.g. teachers/supervisors) 18%
13%
I have witnessed attitudes towards diverse individuals that have made
me uncomfortable.
0.0
0.2
0.4
0.6
0.8
1.0
by students
0.0
0.2
0.4
0.6
0.8
1.0
by facultyIntl C/PR Intl C/PR No Yes
0.0
0.2
0.4
0.6
0.8
1.0
No Yes0.0
0.2
0.4
0.6
0.8
1.0
No Yes
0.0
0.2
0.4
0.6
0.8
1.0
No Yes
0.0
0.2
0.4
0.6
0.8
1.0
by students by faculty by students by faculty
Citizenship Self-identify as LGBTT2SQ*
Self-identify as racialized/visible minority
I have experienced or witnessed inappropriate sexual behaviour by
people who hold power.
Witnessed
Intl C/PR Intl C/PR
Witnessed Witnessed
Citizenship Self-identify as LGBTT2SQ*
Self-identify as racialized/visible minority
Yes
Prefer not to say
No
Missing
0.0 0.2 0.4 0.6 0.8 1.0
3%
5%
0.0
0.2
0.4
0.6
0.8
1.0
0.0
0.2
0.4
0.6
0.8
1.0
No Yes0.0
0.2
0.4
0.6
0.8
1.0
No Yes No Yes
0.0
0.2
0.4
0.6
0.8
1.0
No Yes
0.0
0.2
0.4
0.6
0.8
1.0
Witnessed
Experienced
Experienced Experienced Experienced
Witnessed
I have experienced or witnessed mistreatment (public belittlement) in
my lab/program or in relationship with my supervisors
Witnessed
Intl C/PR Intl C/PR
Witnessed Witnessed
Citizenship Self-identify as LGBTT2SQ*
Self-identify as racialized/visible minority
Yes
Prefer not to say
No
Missing
0.0 0.2 0.4 0.6 0.8 1.0
No YesNo Yes No Yes No Yes
13%
17%
0.0
0.2
0.4
0.6
0.8
1.0
0.0
0.2
0.4
0.6
0.8
1.0
0.0
0.2
0.4
0.6
0.8
1.0
0.0
0.2
0.4
0.6
0.8
1.0
0.0
0.2
0.4
0.6
0.8
1.0
0.0
0.2
0.4
0.6
0.8
1.0
Experienced
Experienced Experienced Experienced
Witnessed
Experienced
I have experienced or witnessed microaggressions in my lab/program
or in relationship with my supervisors
Experienced Witnessed
Intl C/PR Intl C/PR
Witnessed Witnessed
Citizenship Self-identify as LGBTT2SQ*
Self-identify as racialized/visible minority
Yes
Prefer not to say
No
Missing
0.0 0.2 0.4 0.6 0.8 1.0
No YesNo Yes No Yes No Yes
Experienced Experienced
20%
26%
0.0
0.2
0.4
0.6
0.8
1.0
0.0
0.2
0.4
0.6
0.8
1.0
0.0
0.2
0.4
0.6
0.8
1.0
0.0
0.2
0.4
0.6
0.8
1.0
0.0
0.2
0.4
0.6
0.8
1.0
0.0
0.2
0.4
0.6
0.8
1.0
I have experienced a consistent hostile
environment since my arrival here, and
I believe that it is quietly tolerated.
Something that I feel would benefit a lot of people in this milieu is formal training of *all* supervisors in people management skills. …As a teaching institution, I believe McGill has to implement a more holistic view on what it means to teach and to learn. I believe the Faculty of Medicine has the opportunity to take the lead in this initiative.
I appreciate the explicit effort McGill administrators have made to address issues of sexual harassment and prejudice. Things aren't perfect of course … I hope to see more transparency and accountability, … the changes I've seen make me proud to be a member of the McGill community.
The instances of sexual harassment and assault are still very high at McGill and many students don't feel comfortable coming forward when they experience sexual violence.
IV. Mentorship & Career Development
15%
14%
13%
73%
70%
66%
12%
16%
21%
I feel supported in my
personal and professional by
other students
I feel that the faculty members I am
in contact with are supportive of my
professional goals
I feel that McGill fulfills my
learning and career needs
as a student
100 50 0 50 100
Percentage
Response: Strongly disagree Disagree Neutral Agree Strongly agree
Prioritized Action Items
Increase Diversity• Increased outreach and research opportunities for undergraduate students from
diverse backgrounds.
• Ensure supportive inclusive environments.
Improve Wellness• Implementation of harmonized minimum stipends (including Int’l tuition).
• Increased access to wellness support – graduate students/PDFs are
underserved compared to other learners in FMHS.
Improve Training Environments• Mandatory education activities about microaggressions, EDI, etc.
• Continuing education to improve supervisors-trainee interactions,
communication and promote student success.
“Stop doing surveys and act.Diversify, move towards better teaching, inclusive learning, active teaching strategies.
Invest in graduate students, mentor them, identify talent, provide opportunities, significantly improve the quality of courses and labs.
Improve supervision by removing bad apples, respect students, work on work life balance and mental health, support student parents.”
Maîtrise ès sciences appliquées (M. Sc. A.)
MSc non-Thesis
MSc Thesis
PhD level
Post doctoral
0.0 0.2 0.4 0.6 0.8 1.0
less than $10,000$10,001 - $15,000$15,001 - $20,000$20,001 - $25,000$25,001 - $30,000$30,001 - $40,000$40,001 - $50,000over $50,001
approximate overall stipend from all sources
proportionnote: 17% missing data
Lessons from the pandemic for the delivery of pedagogical programming
Lessons from the pandemic for the delivery of pedagogical programming: student perspective
Anish Arora, Postgraduate Students’ SocietyAnne-Sophie Drouin, Association of Residents of McGill
Dennis Rompotinos, Medical Students’ Society Joella Reev, Physical & Occupational Therapy Undergraduate Society
Anne-Sophie Pépin (Graduate Association of Pharmacology and Therapeutics Students)
Post-Pandemic Learning
(Grad Perspectives)
• Non-recorded “chat-time”
• In-class tutorials & workshops
• Blended Learning
• “Can we zoom-in even after the pandemic?”
Lessons from the pandemic for the delivery of pedagogical programming: student perspective
Anish Arora, Postgraduate Students’ SocietyAnne-Sophie Drouin, Association of Residents of McGill
Dennis Rompotinos, Medical Students’ Society Joella Reev, Physical & Occupational Therapy Undergraduate Society
Anne-Sophie Pépin (Graduate Association of Pharmacology and Therapeutics Students)
Lessons from the pandemic for the delivery of pedagogical programming: student perspective
Anish Arora, Postgraduate Students’ SocietyAnne-Sophie Drouin, Association of Residents of McGill
Dennis Rompotinos, Medical Students’ Society Joella Reev, Physical & Occupational Therapy Undergraduate Society
Anne-Sophie Pépin (Graduate Association of Pharmacology and Therapeutics Students)
Lessons from the pandemic for the delivery of pedagogical programming: student perspective
Anish Arora, Postgraduate Students’ SocietyAnne-Sophie Drouin, Association of Residents of McGill
Dennis Rompotinos, Medical Students’ Society Joella Reev, Physical & Occupational Therapy Undergraduate Society
Anne-Sophie Pépin (Graduate Association of Pharmacology and Therapeutics Students)
Presented by Joella Reev, PTOT Senator 2020-21 On behalf of SPOT Undergraduate Students
Program Delivery Recommendations
Overview
Remote Delivery
● Microsoft Stream Videos
● Microsoft Paint Drawing
● Group Projects and Team Tests
● Guest Lecturers
● Zoom Fatigue and Breaks
On-Campus Clinical Learning
● Labs● SIM Centre (Mock and
Evaluated OSCEs)
AlternateMove Forward Avoid
Program Delivery Traffic Light
In-Person TimeLength of Recordings
Microsoft Stream VideosRemote Accessibility
Zoom FatigueSame OSCE Evaluators
< 3-Day Memos
Guest LecturersTeam TestsSIM Centre
PPE Provision
Winter 2021 Short-Term Goals Long-Term Goals
Timeline
Thank You!
Lessons from the pandemic for the delivery of pedagogical programming: student perspective
Anish Arora, Postgraduate Students’ SocietyAnne-Sophie Drouin, Association of Residents of McGill
Dennis Rompotinos, Medical Students’ Society Joella Reev, Physical & Occupational Therapy Undergraduate Society
Anne-Sophie Pépin (Graduate Association of Pharmacology and Therapeutics Students)
Student perspective: What would you like to see in a post-pandemic program delivery?
Anne-Sophie Pépin, B.Sc., Ph.D. candidate, Department of Pharmacology & Therapeutics
Faculty Council, February 23, 2021
What would you like to see in a post-pandemic program delivery?
• Blended learning
• Online lectures (or at least option to watch recordings and/or join class virtually)
• Laboratory courses and small classes: in-person
• Research seminars: more accessible online, virtual platforms allow to invite international speakers
• Current evaluation methods (take-home exams/assignments) • Test understanding rather than memorization
• Office hours: more accessible when online
• More support for TAs
• Student engagement: inside vs outside the classroom
Survey sent to student associations in the Faculty of Medicine & Health Sciences – over 70 responses
40
• Advantages of remote learning
• Flexibility: reduced transit time, better work/family/study balance
• Easier for students with family, caregivers, students who live far, with part/full-time jobs, etc.
• Self-paced with recordings: especially for difficult courses and for students with disabilities
• Hybrid (asynchronous+synchronous): allow for more discussions/questions during class
• No need to worry to miss any content as when sitting at the back of the classroom!
• No need for a doctor’s note for health or family caregiving reasons – Grades should not
depend on in-person attendance (especially when sick with a cold, for e.g.!)
What would you like to see in a post-pandemic program delivery?
41
Conclusions
• Blended learning as a method of choice for future program delivery• More inclusive approach
• A more formal/detailed survey would be useful
• Feedback from Teaching Assistants is needed
42
Lessons from the pandemic for the delivery of pedagogical programming: faculty member perspective
Annette Majnemer
Vice-Dean, Education
&
Laura Winer
Director, Teaching & Learning Services (TLS)
Supporting learners and teachers to optimize the learning experience during the pandemic
Annette Majnemer, OT, PhD, FCAHS
Vice-Dean, Education
Impacts of the pandemic on education
Quick pivot: teachers/learners
• Remote delivery of lectures and assessments
• Pull-out /reintegrate students (clinical placements, research labs)• Tier 1 teaching (in-person)
• Tier 2 teaching (hybrid)
Successes
• Teaching and learning using zoom features
• Alternate assessment approaches• Telehealth supervision
• Focus on mental health
Moving forward
Moving Forward
• Winter 2021: Introduction of Tier 2
• Summer 2021: Status quo (mostly remote)
• Fall Planning underway:
• 2020-21=> What can we do in-person?
• 2021-22=> What should we maintain online?
• What should be prioritized in-person?
What are learners telling us?
How can McGill support us?
FMHS Faculty CouncilProgram delivery during a pandemic… and beyond
Laura Winer, PhDDirector, Teaching and Learning Services (TLS)
February 23, 2021
University cancels classes until
March 30
13 March
Professional schools start
remote teaching
16/23 March
Rethinking final exams
30 March
Remote Delivery Task Force
(RDTF)
May
Tier 1 teaching
July
- Teaching remotely during a time of disruption
- myCourses
- Zoom
- Consultations
- Video production
- Webinars
May-Sept.
RLA
program
Sept.
Teaching during the pandemic
Teaching and Learning Services | McGill University | February 23, 2021
Is this a paradigm shift?
Flipped teaching
In-class to remote: Lessons learned
Blending the best of two modalities
Engaging students
Pre-pandemic Post-pandemic
Teaching and Learning Services | McGill University | February 23, 2021
Mistreatment Oversight for Respectful Environments
A comprehensive strategy to address learner mistreatment in the clinical learning environment
Annette Majnemer, OT, PhD, FCAHSVice-Dean, Education
To ensure a safe, supportive and stimulating learning environment that promotes learner vitality and recognizes excellence in teaching
• Mistreatment can include belittlement, intimidation, humiliation, hostility, or any physical or psychological harassment or discrimination
• Defined on the WELL Office website: https://www.mcgill.ca/thewelloffice/learning-environment/report-mistreatment
➢ Health and safety, a priority for 2020
Something MORE was needed:Mistreatment Oversight for Respectful Environments (MORE)
GUIDING QUESTIONS
o What are the primary components of mistreatment that need attention?➢To guide approach
o Which stakeholders should be involved in minimizing mistreatment behaviors?➢Roles and responsibilities
FRAMEWORK
A collective approach involving key stakeholders
Clinical ChairsROLE RESPONSIBILITIES (how)
Prevent
PRIMARY
• Chairs (or delegates) should work with Faculty Development to initiate programs for their faculty members that will identify and address factors influencing mistreatment in the learning environment
• Cultivate a culture that minimizes mistreatment; determine avenues for confidential peer (faculty) reporting of mistreatment to the Chair
• Chairs will receive training to ensure they are able to take ownership of mistreatment prevention. If the Chair is aware that a problem is emerging, they can reach out to the relevant Associate Dean and/or to Academic Affairs to discuss strategies to prevent worsening
• Chairs should work in collaboration with their departmental and institutional leadership (e.g. associate chairs, Director of Education, Director of Professional Services) in the promotion of a healthy work environment
Identify/Monitor
COLLABORATOR
• Chairs (or delegates) will be made aware by Respectful Environment Lead(s) (in writing) of any single critical incident or recurrent patterns of mistreatment involving a faculty member
• Chairs must then meet with the individual to discuss the alleged mistreatment and develop a plan to address the issue. In some cases, this might be a minor, one time complaint and the Chair should refer to the Clinical Chair guidebook for next steps. Should this require further intervention, this must be followed up with a letter sent to the faculty member, with copy to the Office for Respectful Environments, acknowledging that the meeting occurred, describing what was discussed, and specifying the plan, including follow-up. A template letter is available, if needed.
• If a clinician (not a faculty member), ensure that action is being taken by the healthcare institution
Intervene
PRIMARY
• Chairs work closely with Academic Affairs and Associate Deans in determining the intervention strategies for individuals or units implicated in learner mistreatment
• Chairs should be actively involved in leading and organizing interventions that involve groups within a unit/division or the whole department
CommunicationsROLE MECHANISMS
Prevent
COLLABORATOR
• Develop brand and strategy in partnership with Deanery Executive Office for Respectful Environments and WELL Office and supports launch of updated framework
• In partnership with the Schools, Office for Respectful Environments and WELL Office, refresh messages and materials at the start of every academic year, highlighting any changes
• Support the WELL Office, Office for Respectful Environments and Schools to help develop targeted communication addressing mistrust
• Supports the Deanery Executive to ensure Code of Conduct acknowledgement is hardwired across the Faculty, all faculty, staff and students
Identify/MonitorCOLLABORATOR
• In partnership with the Schools and Office for Respectful Environments, create a plan and template for reporting to learners twice per year; determine dates and target audience
Intervene
COLLABORATOR
• Lead any media-related needs, working closely with Associate Deans (external)• Standby messages: Play an advisory role as needed at the local level in support of
leadership and program directors, i.e. strategy/messaging, support (internal)
Implementation Plan 2021
• Director, webforms, website, dashboardsIdentification: ORE
office
• Chairs’ guidebook, CPD/Fac Dev trainingIntervention: Training
• Expand curricula, workshopsPrevention: Strategies
• Dissemination plan; LEAPCommunication/
Monitoring
UNIVERSITY
HEALTHCARE NETWORK
Action Plan to Address Anti-Black Racism 2020-2025
Action Plan to Address Anti-Black Racism in the Faculty of Medicine and Health Sciences
Dr. Saleem RazackDirector of the SACE Office
Presentation to Faculty Council, February 23, 2021
Action Plan at a glance
• Training for members of the Faculty on systemic racism, microaggressions and effective allyship
• Organizing Black Faculty member networking events for students, faculty and staff and creating a Black Caucus distribution list
• Black History Month events
• Graduate student diversity survey that will inform multi-faceted interventions
• Equity training for MDCM Admissions Committee members (discussions with SPOT, ISoN, SCSD)
• Disseminating student, faculty and staff demographic information
Action Plan at a glance
• Create a Black Health Lead job proposal
• Discussing curricula for UGME/PGME, SPOT, ISoN, SCSD, graduate studies
• Implementing Black student pathways for UGME, SPOT, ISoN, SCSD
• Increase scholarship and student aid opportunities
• Enhance financial and administrative support of student-led initiative, Supporting Young Black Students (SYBS)
• Appoint at least one Outreach Coordinator
• Circulate a work environment survey (for staff)
Get involved
• How do you see yourself or your Unit/Department/School advancing this Action Plan?
• Do you have any questions?
This is a consultative, living Action Plan.
We encourage your engagement and participation.
Get involved!
Contact the SACE OfficeEmail: [email protected]
AgendaSection I – VP-Dean David Eidelman1. Welcoming Remarks 2. Approval of Agenda3. In MemoriamSection II – Current Faculty Topics4. Graduate Student Survey, Aimee Ryan5. Lessons from the pandemic for the delivery of pedagogical programming
a. Student perspective, Anish Arora (PGSS), Anne-Sophie Drouin (ARM), Dennis Rompotinos (MSS), Joella Reev (POTUS), Anne-Sophie Pépin (GAPTS)
b. Faculty member perspective, Annette Majnemer, Laura Winer6. Mistreatment Oversight for Respectful Environments, Annette Majnemer7. Faculty Action Plan to Address Anti-Black Racism, Saleem RazackSection III – VP-Dean David Eidelman8. Report from the Steering Committee9. Consent Agenda – Faculty Council minutes (November 24, 2020)10. Business arising – Committee vacanciesSection IV – VP-Dean David Eidelman11. KudosSection V12. Open session / Town Hall
Report from the Steering Committee
• At its January 19, 2021 meetin, the Steering Committee:
−Reviewed open positions on the Steering Committee
−Reviewed and approved today’s Faculty Council agenda
Consent Agenda
• Faculty Council November 2020 minutes
• Link was sent to FC members and Faculty at-large following the meeting
− https://www.mcgill.ca/medhealthsci/about/governance/faculty-council/meetings-minutes/2020
• Steering Committee− 1 graduate student representative
Committee membership - Vacancies
• Terms of Reference for Faculty Council have been updated to reflect our new Faculty name and new structures.
• To that end we will be launching a call for the following student representation:– 1 graduate student from the School of Medicine– 1 graduate student from the School of Biomedical Sciences
Updated Terms of Reference
• In 2020, McGill raised nearly $3 million for students, teaching and research; Faculty raised $200,000
• Consider making a McGill24 gift to a McGill cause of your choice, together with me
• First $1,000 raised for each participating unit matched dollar for dollar
• Every single gift counts, no matter the size• Last year, our Faculty had the highest level of participation• Let’s continue leading by example
McGill24 - March 10
KudosNamed to CIHR Institute Advisory Board
Suzanne Morin
Michal & Renata Hornstein Career Award for Surgical Excellence
George Zogopoulos
Top Women of Influence for 2021Lucy Gilbert
KudosInaugural Faculty Teaching Innovation Award
Farhan BhanjiStefanie Blain-Moraes
Maxime DenisBarbara EvansLaurie Plotnick
Lia SanzoneJodi Tuck
Nicole Ventura
Alumni Award of Distinction for Lifetime Achievement University of Ottawa
Pnina Brodt
KudosCo-winner, Scientist of the Year for 2020
Radio-CanadaMathieu Maheu-Giroux
Special Recognition for pandemic hospital predictionsINESSS
Mathieu Maheu-Giroux and David Buckeridge (and team)
KudosCertificate of Merit Award 2021
Canadian Association for Medical EducationJoanne Alfieri
Robert Sternszus Aliki Thomas
Anne McCormick AwardTina Russo
Pamela Chase AwardNadina Paraschuk
KudosPriyabrata “PB” Mukhopadhyay Award
Isabelle Harvey
PGME Leadership AwardMohamed El-Sherbiny
Inaugural PGME Emerging Leader AwardNing-Zi Sun
First PGME Program Director Lifetime Achievement Award
Pramod Puligandla
Kudos2020 Award for Distinguished Contributions
to Family Systems ResearchAmerican Family Therapy Academy
Laurence Kirmayer
2021 Judd Marmor Award for advancing the biopsychosocial model
American Psychiatric Association Laurence Kirmayer
2020 Meredith Marks Mentorship AwardYvonne Steinert
Kudos2020 Mentor of the Year award for Region 4
Royal College of Physicians and SurgeonsRon Gottesman
Officers of the Order of CanadaAlice Benjamin
Guy Rouleau
Top 10 Research Advances Canadian Arthritis SocietyHosni Cherif
Inés Colmegna
KudosPrix d’excellence en soins, FMSQ
L’équipe de la clinique du traitement de la spasticité – (radicellectomie), Hôpital de Montréal pour enfants - Hôpital Shriners
Prix de Recherche 2020, FMSQMatthew Pellan Cheng
Wissam ShalishGuilherme Mendes Sant'Anna
KudosAlumni Event of the Year
McGill Alumni AssociationA Brilliant Night: In Support of The Neuro
James G. Wright AwardMcGill Alumni AssociationLaurent Duvernay-Tardif
Kudos to Our StudentsInaugural Learners Teaching Innovation Award
Ian BeamishCyril Boulila
David D’ArienzoIan Gerard
Mégane PépinDilhan Perera
McGill WRAH 2020 Campaign Student Committee (Jeremy Y Levett, Simon Bichara-Allard, Elodie Chamass,
Sirin Chami, Alexa Ehlebracht, Sarah Elbaz, Amanda Essebag, Christina Skiadopoulos)
Kudos to Our StudentsCommunity-Based Pediatricians Outstanding Medical
Student AwardElad Holzer
Relève étoile Jacques-Genest (November)Fonds de recherche du Québec – Santé (FRQS)
Alexa Pichet Binette
Open Discussion & Town Hall / Séance ouverte et assemblée générale
www.mcgill.ca/medicine/about/governance/faculty-council/topicscomments-questions
https://www.mcgill.ca/medicine/fr/propos/gouvernance/conseil-de-la-faculte/sujets-de-discussion-commentairesquestions